Comprehensive Global Business School Data and Insights Now Available
The full data set from AACSB's 2017–18 Business School Questionnaire (BSQ) is ready for release to all participating schools, covering a record 820 participants representing 61 countries and territories!
Last month we highlighted initial findings from the 2017–18 Business School Questionnaire (BSQ)—our comprehensive annual survey—using a set of preliminary data we had available at that time. Today, however, we are excited to announce that the full data set is ready for release to all participating member schools, with a record 820 participants representing 61 countries and territories worldwide!
Figure 1. 2017–18 BSQ Participants by Country/Territory
The following data points represent a very small sample of the total amount of data released within the DataDirect system today.
Table 1. Types of Business School/Parent Institution Relationships by Macro-Region
|Geographic Macro-Region||Type A||Type B||Type C||Total|
|Europe, Middle East & Africa||102||37||40||163|
|Latin America & Caribbean||7||6||4||17|
Note: Type A schools are standard academic units affiliated with a parent university or other institution. Type B schools are semi- or mostly autonomous academic units that still accrue their degree-granting authority from their affiliation with a parent institution. Type C schools are independent, standalone business schools with no parent institution.
Just as with the relationship types above, data on what types of activities each business school emphasizes are also unique to AACSB’s BSQ survey.
Figure 2. Business School Activity Priorities by Emphasis
Note: Participants (820) were asked to report the priority of the following activities for their business school: Teaching, Service, and Intellectual Contributions. Category labels indicate the order of priority from highest to lowest. No schools selected category BPA-4: Intellectual Contributions, Service, Teaching.
Among the data collected for business school faculty are data on full-time faculty ethnicity, including the divide between faculty from the host country of the member school versus those from elsewhere in the world.
Table 2. Percentage of Domestic vs. International Full-Time Faculty, by Macro-Region
|Geographic Macro-Region||Domestic Faculty Percentage||International Faculty Percentage
|Europe, Middle East & Africa||63.7%||36.3%
|Latin America & Caribbean||84.8%
Note: Participating schools in each region are as follows: Asia Pacific 102; Europe, Middle East, and Africa 163; Latin America and the Caribbean 17; North America 538.
The BSQ also collects enrollments and degrees conferred at all educational levels. Such data can be broken out by gender, degree level, and in many cases, even by disciplinary field.
Figure 3. Percentage of Total Bachelor’s Degrees Conferred in Accounting or Taxation, by Macro-Region
Note: Participating schools with undergraduate degree programs in each region are as follows: Asia Pacific 86; Europe, Middle East, and Africa 146; Latin America and the Caribbean 11; North America 525.
The 2017–18 BSQ Executive Summary, now available for download, contains additional data from the survey, including an in-depth treatment of the section on institutional characteristics. All these data points and hundreds more are accessible in DataDirect for participating AACSB member schools, to provide them with context to inform strategic and tactical decision-making.
The data acquired from the BSQ, thanks to the member schools that generously give of their time to complete the survey each year, play an important role in contributing to AACSB’s recognition as the primary source for data and analysis on business education globally.